famous person research paper rubric

Famous Person Research Project

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• 1 - Summary
• 2 - Background for Teachers
• 3 - Student Prior Knowledge
• 4 - Student Learning Intentions and Success Criteria
• 5 - Instructional Procedures
• 6 - Strategies for Diverse Learners
• 7 - Assessment Plan
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In this research project, 3rd grade students will be choosing a famous person they would like to research, write an essay about, and create a presentation on. 

This will be a 5- 6 week project.  

Background for Teachers

To teach this lesson, the teacher will need to create a research model.  As 3rd graders are still young and probably not attune to how research is done, the teacher will need to plan how to model researching, so it's done appropriately.  

The teacher will need to choose a note taking technique to teach and model.  

The teacher will need to have an outline model so the students can take their research notes and put it in an outline format.  

The teacher will need to be able to teach the technology that will be part of the final presentation project.  

Student Prior Knowledge

Prior to the lesson, students will need to have an awareness of the positive impact their famous person has had so they can choose an appropriate person.

The students will need to be able to have reading stamina to spend a large amount of time reading about their famous person.  

The students will need a basic understanding of their iPads, as this will be the device the project will be created on.  

The students will need to be familiar with the 5-paragraph essay format.  

Student Learning Intentions and Success Criteria

Learning Intentions

Students will be able to read, research, and take notes on 3 areas of a famous person

• Why the person is famous
• Interesting Facts  

The students will understand the writing process for a research essay

• Read and research
• Put the notes into an outline
• From the outline, write a rough draft
• Edit and revise
• Publish--final copy

Success Criteria

The students will write about their famous person in a 5-paragraph essay

The students will use their knowledge and create a project using technology (iMovie, Podcast using Garage Band, etc.)

Instructional Procedures

1. Teachers will tap into prior knowedge of the students by asking questions such as: What is fame?  Who is a famous person?  What makes a person famous?  Is all fame good?  Students will answer these questions on their iPads using the WhiteBoard app.

2. The teacher will present the objectives of this project and the timeline

• choose a famous person
• read and research
• create an outline
• rough draft
• edit/revise
• create a project using technology

3. Time LIne

• 2 weeks to read and research
• 1 week to take notes
• 1-2 weeks to write the rough draft, edit/revise, and type the final essay
• 1 week to create the digital project

4. For each section of work, the teacher will create mini lessons and/or model using gradual release

5. Digital Project--students will be asked to showcase their reserch in a digital format.  An iMovie, podcast, google slide presenation, Keynote are examples.  Students may choose the app and format they would like to display their findings.  

List of APPS

Show Me (Whiteboard app)

Attached Resources

Sample Essay  

File size 154.3 KB

KeynoteSample  

File size 890.0 KB

Strategies for Diverse Learners

Modifications can be made such as:

• choose resources that can be read to struggling readers
• modify the length of the project (eg. 1-3 paragraphs instead of 5)
• Allow extra time

Extensions can be made such as:

• faster paced timeline
• allow for the opportunity to create multiple digital projects

Assessment Plan

• rubric for essay
• rubric for digital project
• Write on Demand assessment after the project is completely finished

TechRubric  

File size 42.4 KB

UEN Rubric  

File size 368.5 KB

Biography Project: Research and Class Presentation

• Resources & Preparation
• Instructional Plan
• Related Resources

Set the stage for high-interest reading with a purpose through a biography project. Students work together to generate questions they would like to answer about several well-known people, then each student chooses one of these and finds information by reading a biography from the library and doing Internet research. Students create a graphic organizer (a web) to organize the facts they have found and share what they have learned about their subjects through oral presentations. Students evaluate themselves and their classmates by using a rubric during the research and graphic organizer-creation process and by giving written feedback on one another's presentations.

Featured Resources

Bio-Cube : This planning tool can help students organize their research; use it as an extension to the lesson and have them outline the lives they' researched before writing their own biographies.

From Theory to Practice

• By using graphic organizers, students write or draw meanings and relationships of underlying ideas. This has been shown to improve students' ability to recall content.
• By summarizing information, students improve in including ideas related to the main idea, generalizing, and removing redundancy.
• By working in cooperative groups, students may increase their learning of reading strategies through peer discussion. They may also lead to better comprehension.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

• 7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
• 8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
• 12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

• School or classroom library with a broad selection of biographies
• Computers with Internet access and printing capability
• Index cards
• Oral Presentation Peer Feedback Form
• Oral Presentation Rubric

Student Objectives

Students will

• Learn to ask relevant questions before beginning a research project
• Learn to take notes and categorize information as they create graphic organizers
• Improve comprehension as they read and skim text for main ideas and details
• Develop research skills (book and Internet) with the purpose of teaching the class what they have learned
• Think critically as they use rubrics and written feedback to evaluate their classmates and themselves

Session 1: Before Reading

Sessions 2 to 5, session 6: after reading, sessions 7 to 9: class presentations.

Have students use their webs and the online Bio-Cube tool to plan and write biographies of the person they have researched. When they are finished, ask students to share the books with a younger class.

Student Assessment / Reflections

Possible student assessments include:

• Use the Web Rubric to grade the students' webs.
• Use the Oral Presentation Rubric to grade students' presentations based on the quality and completeness of information given.
• Observe and evaluate students' participation in group work and ability to critique other students' presentations based on their comments on the Oral Presentation Peer Feedback Form .
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Assignment Biography: Student Criteria and Rubric for Writing

Researching an Individual Aligned to Common Core Writing Standards

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• M.A., English, Western Connecticut State University
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The genre of  biography can also be categorized in the sub-genre of  narrative nonfiction/historical nonfiction. When a teacher assigns a biography as a writing assignment, the purpose is to have a student utilize multiple research tools to gather and to synthesize information that may be used as evidence in a written report about an individual. The evidence gained from research can include a person’s words, actions, journals, reactions, related books, interviews with friends, relatives, associates, and enemies. The historical context is equally important. Since there are people who have influenced every academic discipline, assigning a biography can be a cross-disciplinary or inter-disciplinary writing assignment. 

Middle and high school teachers should allow students to have a choice in selecting the subject for a biography. Providing student choice, particularly for students in grades 7-12, increases their engagement and their motivation especially if students select individuals they care about. Students would find it difficult to write about a person they do not like. Such an attitude compromises the process of researching and writing the biography.

According to by Judith L. Irvin, Julie Meltzer and Melinda S. Dukes in their book  Taking Action on Adolescent Literacy:

"As humans, we are motivated to engage when we are interested or have real purpose for doing so. So motivation to engage [students] is the first step on the road to improving literacy habits and skills" (Chapter 1).

Students should find at least three different sources (if possible) to make sure the biography is accurate. A good biography is well-balanced and objective. That means if there is disagreement between sources, the student can use the evidence to state that there is a conflict.  Students should know that a good biography is more than a timeline of events in a person's life.

The context of a person's life is important. Students should include information about the historical time period in which a subject lived and did her/his work. 

In addition, the student should have a purpose for researching another person's life. For example, the purpose for a student to research and write a biography can be in a response to the prompt:

"How does this writing this biography help me to understand the influence of this person on history, and quite possibly, this person's impact on me?"

The following standards-based criteria and scoring rubrics can be used to grade a student-selected biography. Both criteria and rubrics should be given to students before they begin their work. 

Criteria for a Student Biography aligned to Common Core State Standards

A General Outline for Biography Details

• Birthdate /Birthplace
• Death (if applicable).
• Family Members.
• Miscellaneous (religion, titles, etc).

Education/Influences

• Schooling.Training.
• Work Experiences.
• Contemporaries/Relationships.

Accomplishments/  Significance

• Evidence of major accomplishments.
• Evidence of minor accomplishments (if relevant).
• The analysis that supports why the individual was worthy of note in their field of expertise during his or her life.
• Analysis why this individual is worthy of note in their field of expertise today.

Quotes/Publications

• Statements made.
• Works published.

Biography Organization using the CCSS Anchor Writing Standards 

• Transitions are effective in assisting the reader to understand shifts.
• Ideas within each paragraph are fully developed.
• Each point is supported by evidence.
• All evidence is relevant.  
• Important terms are explained to the reader.
• Purpose of each paragraph (introduction, body paragraphs, conclusion) is clear.  
• Clear relationship between topic sentence(s) and paragraph(s) that came before is evident.

Grading Rubric: Holistic Standards with Letter Grade Conversions

(based on extended response Smarter Balanced Assessment writing rubric)

Score: 4 or Letter Grade: A

Student response is a thorough elaboration of the support/evidence on the topic (individual) including the effective use of source material. The response clearly and effectively develops ideas, using precise language:

• Comprehensive evidence (facts and details) from source materials are integrated.
• Relevant, and specific clear citations or attribution to source materials.
• Effective use of a variety of elaborative techniques.
• Vocabulary is clearly appropriate for the audience and purpose. 
• Effective, appropriate style enhances content.

Score: 3  Letter Grade: B

Student response is an adequate elaboration of the support/evidence in the biography that includes the use of source materials. The student response adequately develops ideas, employing a mix of precise and more general language:  

• Adequate evidence (facts and details) from the source materials is integrated and relevant, yet the evidence and explanation may be general.
• Adequate use of citations or attribution to the source material.  
• Adequate use of some elaborative techniques.
• Vocabulary is generally appropriate for the audience and purpose.
• The style is generally appropriate for the audience and purpose.

Score: 2 Letter Grade: C

Student response is uneven with a cursory elaboration of the support/evidence in the biography that includes the uneven or limited use of source material. The student response develops ideas unevenly, using simplistic language:

• Some evidence (facts and details) from the source materials may be weakly integrated, imprecise, repetitive, vague, and/or copied.
• Weak use of citations or attribution to source materials.
• Weak or uneven use of elaborative techniques.
• Development may consist primarily of source summaries.
• Vocabulary use is uneven or somewhat ineffective for the audience and purpose.
• Inconsistent or weak attempt to create the appropriate style.

Score: 1 Letter Grade: D

Student response provides a minimal elaboration of the support/evidence in the biography that includes little or no use of source material. The student response is vague, lacks clarity, or is confusing:

• Evidence (facts and details) from the source material is minimal, irrelevant, absent, incorrectly used. 
• Insufficient use of citations or attribution to the source material.
• Minimal, if any, use of elaborative techniques.
• Vocabulary is limited or ineffective for the audience and purpose.
• Little or no evidence of appropriate style.
• Insufficient or plagiarized (copied without credit) text.
• Off-topic. 
• Off-purpose.
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iRubric: Famous Person Research Paper rubric

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• Social Sciences